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Abstract Title: Linking workshop design to how faculty engage in professional development
Abstract: Faculty often become motivated to try research-based instructional strategies (RBIS) after attending professional development workshops, but they are often underprepared to succeed in using RBIS. In order to further explore the outcomes of faculty professional development, we analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop. We select workshop episodes using our Real-time Professional Development Observation Tool, which allows us to identify instances where faculty members are voicing their ideas and collaborating with each other. We consider how workshop leaders' design decisions seem to influence faculty's engagement, e.g., how faculty take up workshop instructions, make sense of workshop activities, share and elaborate on their ideas, and justify their arguments. Lastly, we discuss the potential implications of these findings for faculty's future teaching practice and for future workshop design.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Chandra Turpen
Department of Physics, University of Maryland, College Park
6701 Adelphi Rd
University Park, MD 20782
Phone: 3038170250
and Co-Presenter(s)
Hannah Jardine, Teaching and Learning, Policy and Leadership, University of Maryland, College Park; Alice R. Olmstead, Department of Physics, University of Maryland, College Park